| Fecha: |
2022 |
| Descripción: |
59 pag. |
| Resumen: |
The aims of this research are to understand the impact of languages on the identity formation of Russophone youth in Estonia. This will allow further analysis ofthe connection between the languages and state actors that may impact identity-formation for these students, and the success of the current language policies. This research is based on interviews with 8 secondary school Estonian Russophone students. The primary conclusion of this research is that each language is tied to one of the state actors that interacts with the process of identity formation for the Russophone students. The impacts of this conclusion are twofold. Firstly, it shows the success of the language policies in Estonia in establishing the value of the language in connection with its citizenship processes and education system. Secondly, it shows the role that English plays in Estonian society is not one that distinctly threatens Estonian, but rather compliments the locallanguage as a promotion of European possibility. However, students expressed concern over experiences of negative treatment that stemmed from their mother tongue, raising issues of continued stereotyping and institutional bias. |
| Derechos: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan aquestes es distribueixin sota la mateixa llicència que regula l'obra original i es reconegui l'autoria de l'obra original.  |
| Lengua: |
Anglès |
| Titulación: |
Erasmus Mundus en Polítiques Educatives per al Desenvolupament Global [4317165] |
| Plan de estudios: |
Treballs de màster i postgrau. Màster en Polítiques Educatives per al Desenvolupament Global (GLOBED) |
| Documento: |
Treball de fi de postgrau |
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